Pedagogical professionalization in Ecuador: an experience of justice and social inclusion

Detalhes bibliográficos
Autor(a) principal: Pérez-Morales, Patricia
Data de Publicação: 2021
Outros Autores: Zambrano-Vacacela, Luis Leonardo, Mejía-Vera , Johanna Grace
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/51798
Resumo: The following article starts from a conceptual approach that uses as references the perspective of Fraser and Honneth; Martín et al.; Murillo and Castilla and Escudero, among other authors that have researched around subjects related to justice and social inclusion. In order to interpret them from the Ecuadorian frame from a teaching formation experience offered by the Nacional University of Education (UNAE) initially in agreement with the Ecuador´s Ministry of Education (MINEDUC) and subsequently with the Technical Secretary of the Amazonian Special Territorial Circumscription (STCTEA), taking place in the nine provinces correspondent to the different administrative areas from the 2016-2019 period. Afterwards, data bases, pedagogical and governmental, were reviewed to interpret and analyze the information concerning the formation and education access for vulnerable groups that require pedagogical professionalization. From a revindication gaze towards the justice and social inclusion in the frame of access and permanence politics for vulnerable groups to the Ecuadorian educational system, the necessity of this study was defined according to its objective of characterize the participant population in the project Néopass@ction©: a cooperate experience of video-formation for the pedagogical professionalization in Ecuador, linking the following variables: ethnic, genre and age self-definition, according to the requirement of pedagogical formation at the national level and the coverage bring trough the distance education modality.
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spelling Pedagogical professionalization in Ecuador: an experience of justice and social inclusionProfesionalización docente en el Ecuador: una experiencia de justicia e inclusión socialpedagogical formation; education access; distance education.formación docente; acceso a la educación; educación a distancia.The following article starts from a conceptual approach that uses as references the perspective of Fraser and Honneth; Martín et al.; Murillo and Castilla and Escudero, among other authors that have researched around subjects related to justice and social inclusion. In order to interpret them from the Ecuadorian frame from a teaching formation experience offered by the Nacional University of Education (UNAE) initially in agreement with the Ecuador´s Ministry of Education (MINEDUC) and subsequently with the Technical Secretary of the Amazonian Special Territorial Circumscription (STCTEA), taking place in the nine provinces correspondent to the different administrative areas from the 2016-2019 period. Afterwards, data bases, pedagogical and governmental, were reviewed to interpret and analyze the information concerning the formation and education access for vulnerable groups that require pedagogical professionalization. From a revindication gaze towards the justice and social inclusion in the frame of access and permanence politics for vulnerable groups to the Ecuadorian educational system, the necessity of this study was defined according to its objective of characterize the participant population in the project Néopass@ction©: a cooperate experience of video-formation for the pedagogical professionalization in Ecuador, linking the following variables: ethnic, genre and age self-definition, according to the requirement of pedagogical formation at the national level and the coverage bring trough the distance education modality.El presente artículo parte de una aproximación conceptual que toma como referencia los enfoques de Fraser y Honneth; Martín, Pineda, y Rodríguez; Murillo y Castilla y Escudero, entre otros autores que han investigado temáticas relacionadas con la justicia y la inclusión social, para luego contextualizarlas en el Ecuador desde una experiencia de formación docente ofertada por la Universidad Nacional de Educación (UNAE) en convenio inicialmente suscrito con el Ministerio de Educación (MINEDUC), y posteriormente con la Secretaria Técnica de la Circunscripción Territorial Especial Amazónica (STCTEA), ejecutándose en las nueve provincias correspondientes a las distintas zonas administrativas durante el período 2016-2019. Seguidamente se examinaron bases de datos, gubernamentales y educativas, para luego analizar e interpretar la información referente a la formación y el acceso a la educación por parte de grupos vulnerables que requieren la profesionalización docente. Desde una mirada que reivindica la justicia y la inclusión social en el marco de las políticas de aseguramiento para el ingreso y permanencia de grupos vulnerables en el sistema educativo del Ecuador, se planteó la necesidad de este estudio cuyo objetivo fue el de caracterizar a la población participante en el Proyecto Néopass@ction©: una experiencia colaborativa de video-formación para la profesionalización docente en Ecuador, relacionando las variables: autodefinición étnica, género y edad, con la necesidad de formación docente a nivel nacional y la cobertura dada mediante la modalidad de educación a distancia.Este artigo se apoia em uma abordagem conceitual que toma como referência as propostas de Fraser e Honneth; Soler, Martínez e Peña; Murillo e Hernández e Figueroa, entre outros autores que investigaram questões relacionadas à justiça e inclusão social, e depois as contextualizaram no Equador a partir de uma experiência de formação docente oferecida pela Universidade Nacional de Educação (UNAE), por meio de acordo assinado inicialmente com o Ministério da Educação do Equador (MINEDUC) e, posteriormente, com a Secretaria Técnica da Circunscrição Territorial Especial da Amazônia (STCTEA), nas nove províncias correspondentes às diferentes áreas administrativas durante o período 2016-2019. Em seguida, examinaram-se bancos de dados, governamentais e educacionais, para posterior analise e interpretação das informações relacionadas a formação e acesso à educação de grupos vulneráveis que requerem profissionalização docente. De uma perspectiva que reivindica a justiça e a inclusão social no âmbito das políticas que garantem o ingresso e permanência de grupos vulneráveis no sistema educacional do Equador, este estudo objetivou caracterizar a população participante do projeto Néopass@ction©: uma experiência colaborativa de vídeo-formação para profissionalização de docentes no Equador. Para tal, relacionaram-se as variáveis: autodefinição étnica, gênero e idade, com a necessidade de formação docente em nível nacional e a cobertura oferecida por meio da modalidade de educação a distância.Universidade Estadual de Maringá2021-04-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/5179810.4025/actascieduc.v43i1.51798Acta Scientiarum. Education; Vol 43 (2021): Publicação contínua; e51798Acta Scientiarum. Education; v. 43 (2021): Publicação contínua; e517982178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMspahttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/51798/751375151896Copyright (c) 2021 Acta Scientiarum. Educationhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessPérez-Morales, PatriciaZambrano-Vacacela, Luis LeonardoMejía-Vera , Johanna Grace 2021-09-21T13:26:14Zoai:periodicos.uem.br/ojs:article/51798Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2021-09-21T13:26:14Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Pedagogical professionalization in Ecuador: an experience of justice and social inclusion
Profesionalización docente en el Ecuador: una experiencia de justicia e inclusión social
title Pedagogical professionalization in Ecuador: an experience of justice and social inclusion
spellingShingle Pedagogical professionalization in Ecuador: an experience of justice and social inclusion
Pérez-Morales, Patricia
pedagogical formation; education access; distance education.
formación docente; acceso a la educación; educación a distancia.
title_short Pedagogical professionalization in Ecuador: an experience of justice and social inclusion
title_full Pedagogical professionalization in Ecuador: an experience of justice and social inclusion
title_fullStr Pedagogical professionalization in Ecuador: an experience of justice and social inclusion
title_full_unstemmed Pedagogical professionalization in Ecuador: an experience of justice and social inclusion
title_sort Pedagogical professionalization in Ecuador: an experience of justice and social inclusion
author Pérez-Morales, Patricia
author_facet Pérez-Morales, Patricia
Zambrano-Vacacela, Luis Leonardo
Mejía-Vera , Johanna Grace
author_role author
author2 Zambrano-Vacacela, Luis Leonardo
Mejía-Vera , Johanna Grace
author2_role author
author
dc.contributor.author.fl_str_mv Pérez-Morales, Patricia
Zambrano-Vacacela, Luis Leonardo
Mejía-Vera , Johanna Grace
dc.subject.por.fl_str_mv pedagogical formation; education access; distance education.
formación docente; acceso a la educación; educación a distancia.
topic pedagogical formation; education access; distance education.
formación docente; acceso a la educación; educación a distancia.
description The following article starts from a conceptual approach that uses as references the perspective of Fraser and Honneth; Martín et al.; Murillo and Castilla and Escudero, among other authors that have researched around subjects related to justice and social inclusion. In order to interpret them from the Ecuadorian frame from a teaching formation experience offered by the Nacional University of Education (UNAE) initially in agreement with the Ecuador´s Ministry of Education (MINEDUC) and subsequently with the Technical Secretary of the Amazonian Special Territorial Circumscription (STCTEA), taking place in the nine provinces correspondent to the different administrative areas from the 2016-2019 period. Afterwards, data bases, pedagogical and governmental, were reviewed to interpret and analyze the information concerning the formation and education access for vulnerable groups that require pedagogical professionalization. From a revindication gaze towards the justice and social inclusion in the frame of access and permanence politics for vulnerable groups to the Ecuadorian educational system, the necessity of this study was defined according to its objective of characterize the participant population in the project Néopass@ction©: a cooperate experience of video-formation for the pedagogical professionalization in Ecuador, linking the following variables: ethnic, genre and age self-definition, according to the requirement of pedagogical formation at the national level and the coverage bring trough the distance education modality.
publishDate 2021
dc.date.none.fl_str_mv 2021-04-08
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dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/51798
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url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/51798
identifier_str_mv 10.4025/actascieduc.v43i1.51798
dc.language.iso.fl_str_mv spa
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dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/51798/751375151896
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https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Acta Scientiarum. Education
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 43 (2021): Publicação contínua; e51798
Acta Scientiarum. Education; v. 43 (2021): Publicação contínua; e51798
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